Attitudes towards Testing and Test Results of Reading Achievement

Abstract

In the first phase of this study, 44 educators attending classes at two large universities indicated they preferred reports of tests which provided them with information on students' progress relative to their previous standing and with sample items showing what students read in addition to the normative information that is typically reported. In the second phase of the study, which is reported here, the same subjects completed a 32-item Likert Scale designed to reveal the reasons for their most and least preferred types of test reports. Although their responses resulted in statistically significant differences between their most and least preferred types of test reports, they expressed agreement with only nine items. These items indicated that their most preferred choice provides them with informative and useful information. In general, the results of the Likert Scale indicated that the ambivalent and somewhat negative attitudes of educators towards the current way of testing and reporting of test results can be reliably shifted in the direction of more favorable responses. Consequently, the results suggest a change in current practices in testing and reporting of test results.

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